Speech therapy project “When we play, we study, speak and understand.” Kindergarten teachers, school teachers and educators

PROJECT “SPEECH THERAPY GAMES”

I. _ stage

- prephonemic

II . stage

– phonemic

Prephonemic stage

At the 3rd week, the newborn begins to react to the voice.

By 4 months, reaction to the voice and intonation of spoken speech.

By 5 months, the child grasps the general rhythmic, melodic structure of the word.

At 9-10 months - a reaction to the intonation and meaning of some words. From this time on, the self-learning mechanism begins to work.

From the age of 11 months, the child distinguishes contrasting sounding words ba-ba, pa-pa, ma-ma.

From 11-12 months, phonemic hearing begins to develop. At this time, phonemic hearing allows:

understand the speech of others;

imitate others;

establish a connection between words and objects.

Phonemic stage

By the age of 2, the child differentiates all speech sounds only by ear, and understands well the speech of an adult addressed to him.

By the age of 5-6 years, children already differentiate all sounds both by ear and in pronunciation.

Research by N.H. Shvachkin is confirmed by literary sources and other authors (M.I. Lisina, E.O. Smirnova, V.V. Vetrova, etc.)

In parallel with phonemic hearing, which carries out the operations of discrimination and recognition of phonemes, phonetic hearing also develops, which carries out “monitoring of a continuous stream of syllables.” Phonemic and phonetic hearing together make up speech hearing,

which carries out not only the reception and assessment of other people's speech, but also control over one's own speech. Speech hearing is the most important stimulus for the formation of normalized pronunciation, which can only be carried out with coordinated work between the mechanisms of auditory control and reception on the one hand and control of speech movements on the other.

The functional unity of speech perception and speech production is mentioned in the works of N.I. Zhinkin, N.Kh. Shvachkina, V.I. Beltyukova, A.A. Leontyeva and others.

Even during the birth of phonological theory, the largest linguist Baudouin de Courtenay pointed out that the structure of a phoneme is determined by both acoustic and motor components.

Investigating the patterns of development of children's speech, A.N. Gvozdev notes that the general course of a child’s assimilation of the sound side of speech is determined by the joint action of the auditory and motor spheres: “The auditory sphere is leading in the sense that thanks to the early development of hearing, the child learns to distinguish various phonetic elements by ear; their exact auditory representations become a regulator for their development in his own pronunciation. But for their appearance in the child’s own speech, in addition to auditory ideas, articulatory skills are also needed... These skills are developed later, and with their development, sound elements freely enter into the child’s own speech. From this side, the development of the motor sphere turns out to be decisive for the entire course of mastering the phonetic aspect of the native language. A.N. Gvozdev “A child’s acquisition of the sound side of the Russian language,” Moscow 1948)

Speech therapy project “Naughty Sounds”

Speech Therapy Project

"Naughty Sounds"

The project is aimed at creating conditions for the full speech development of preschool children. This project reflects directions in correctional work with children with speech impairments: production and automation of impaired sounds. This project is presented as a way to organize a correctional process based on the interaction of a speech therapist, a child, educators, and parents.

The project is intended for children 6–7 years old Project participants:

children with speech disorders, speech therapist, educators, parents.
Goal:
increasing the potential for full speech development of preschool children.
The hypothesis of the project was the assumption that the use of the project method in speech therapy work with preschool children will allow pupils to quickly, easily and more firmly acquire the knowledge and skills that are acquired in the process of practical activities, and will increase the motivation and interest of parents in the speech development of their children. Project objectives.
1. Arouse in the child a desire to independently participate in the process of speech correction.
2. Develop children's speech and creative abilities. 3. Activate the processes of perception, attention, memory, thinking. 4. Increase motivation and interest in speech therapy classes. 5. Involve children in joint activities. 6. Combine the efforts of the teacher and parents in joint activities to correct speech disorders, making extensive use of parental potential. Expected Result.
1. The project method in correctional work will contribute to the successful development of children’s communicative and creative abilities. 2. Increasing the psychological and pedagogical competence of teachers and parents in matters of children’s speech development. 3. Increasing parents’ interest not only in the results, but also in the very process of correctional and educational work. The effectiveness of these results For children: - positive dynamics of speech development; — development of sustainable motivation for speech self-realization;

— successful social adaptation in preschool educational institutions and family. For parents: - readiness and desire to help; — activation of the pedagogical potential of parents, — acquisition and use of knowledge on issues of speech development of children; - a feeling of satisfaction from joint creativity. - positive assessment of the activities of the preschool educational institution. For teachers: - positive psychological climate between the speech therapist and teachers; — teachers’ interest in creativity and innovation; — satisfaction with one’s own activities; — improving the professional skills of teachers on issues of speech development and education of preschool children through various forms and methods of work; Practical significance of the project

This system of the project method in the correctional and speech therapy process can be used in the speech development of children without speech disorders for the prevention of speech development disorders in preschool age.
Project type:
practice-oriented, long-term.
implementation period
– 1 year
Stages and strategy of project implementation I. Preparatory stage (information and analytical):
Development of the necessary pedagogical conditions for the implementation of the project, taking into account modern requirements and the speech capabilities of children.
Objectives:
1. Study the state of the problem under study in theory and practice, justify the conceptual apparatus of the study.
2. Identifying the problem - diagnosing the level of speech development of children of senior preschool age (speech therapy examination of children). 3. Determination of the system of speech therapy projects, conditions for their implementation. II.
The main stage of the project implementation (practical): 4. Speech therapy project “Naughty sounds”
Objectives:
• Research and understanding by the child of the position of the organs of articulation when pronouncing the sounds being practiced.
• Conscious understanding of the articulatory structure of a particular sound and high-quality correction of pronunciation defects. • Increasing parents' interest in the correction process. • Increasing the competence of educators in this area. Implementation period: During the entire period of sound pronunciation correction. The content of the work.
Work with children. • Introducing the organs of articulation through “The Tale of the Merry Tongue.” • Use in individual lessons for correcting sound pronunciation game techniques of articulation analysis “Teach an alien to pronounce the sound correctly”, “Explain to a friend the correct location of the organs of articulation...”, etc. • Use of the manual “Articulatory patterns of sounds” when analyzing the articulation of the sound being studied. • Study of the pronunciation features of each sound being studied, gradual (as each disturbed sound is staged and automated) design of the booklet “Difficult Sounds”. Working with families • Consultation for parents “Impaired pronunciation and its causes.” • Maintaining an individual booklet “Difficult Sounds” together with the child. • Using cards and pictures in the process of reinforcing the correct pronunciation of sounds at home as directed by the speech therapist. Work with teachers • Consultation “Sound pronunciation disorders. Causes. Kinds". • Together with the children, compiling a general booklet “Difficult Sounds” (for all sounds). • Using cards and pictures in the process of reinforcing the correct pronunciation of sounds as instructed by the speech therapist. Practical result of the project • Presentation of individual booklets “Naughty Sounds”, their practical use when doing home exercises. • Drawing up, together with children, walking tracks “Naughty sounds” (for all sounds) and using them in the process of reinforcing the correct pronunciation of sounds according to the instructions of the speech therapist.

III. The final stage of the project:

1. Analysis of project activities and assessment of the results of the effectiveness of the use of speech therapy projects in the correctional process. 2. Final presentation of the results of the project activities of children and parents through exhibitions, presentation of homemade products created jointly by parents, children, and a speech therapist.

The final product of the project will be: • Formed sustainable motivation for children.

• Increasing the literacy of parents in matters of raising and educating children with speech disorders, providing them with support and assistance in the correction process. • Increasing the professional competence of preschool teachers in providing support to children with speech disorders. Forecast of possible negative consequences. The following possible difficulties and ways to overcome them are assumed: 1. Weak motivation of project participants. Ways of correction: introducing additional forms of stimulation and encouragement, using new, more interesting forms of work. 2. High morbidity among children, low kindergarten attendance. Ways of correction: periodic return to the material already covered.

In the future: the search and development of new innovative forms of correctional work with children with speech disorders in interaction with all participants in the educational process.

In conclusion, I would like to note that the use of project activities is quite possible and even necessary in the correctional and speech therapy process for children to more firmly and fully master new skills and abilities.

List of used literature: 1. Babina E.S. Partnership between a preschool educational institution and family in speech therapy work - Speech Therapist magazine - No. 5, 2005. 2. Veraksa N.E., Veraksa A.N. Project activities for preschoolers. M., 2010 3. Evdokimova E.S. Design technology in preschool educational institutions. Sphere. M.2005 4. Kiseleva L.S. project method in the activities of a preschool institution. Artie. M., 2005 5. Mironova S.A. Speech development of preschool children in speech therapy classes. -M. 2007.

Project “Speech Therapy Week in Kindergarten”

THURSDAY, November 15

.
Topic of the day: “Vernissage of letters.”
On this day, an exhibition of children from preparatory groups, “The First Letter of My Name,” was organized. The children not only demonstrated the unusual work they had made together with their parents, but also told why it was called that name, what it means, and which great and famous people have the same name.

In addition, on this day it was possible to receive from the music director O.V. Sherstneva. useful information about effective musical games and exercises that promote the development of auditory attention.

ON FRIDAY, November 16th

, Bedash L.V.
A business game “Professional”
was held for the purpose of interaction between a teacher and speech therapist with teachers to support children with speech disorders in preschool settings. The most points (15) were scored by L.M. Golovnina. and Dyuganov Zh.G. The rest of the teachers also showed good knowledge and were only 2 points behind the winners.

All week long, educational psychologist Naumova E.V. collected in a BACKPACK

different children's words on the proposed topics: “Sweet words”, “Polite words”, “Cold words”, “Smart words”.

Children from the average combined group “Romashka” -21 named
the most sweet words Children of the senior combined group “Sun” and children of the preparatory combined group “Stars” each named 18 sweet
words.
Among the kids - children from the Droplets group -12.
The children from the preparatory combined group “Goldfish” named
the most polite words Among the younger groups, the leader is the Kolobok group - 7 words. In terms of the number of cold words,
the children of the preparatory combined group “Zvezdochki” took the lead - 24. The younger group “Kolobok” scored 1 word more than the “Droplets” - 9 words.
In naming smart words,
the children of the preparatory combined group “Zvezdochki” took the lead - 16 words. The younger “Koloboks” have 7 words. But the youngest “Droplets” were ahead of the average “Romashka” by 4 words!

During the week the following information was posted in the parent corners:

"Age stages of speech development."

"Games for developing fine motor skills."

"Games for the formation of phonemic hearing."

“Physical Hearing Test.”

Parents also received reminders and booklets

RESULT. The week of speech therapy showed that correctional work with children with speech impairments is multidimensional in nature and requires an integrated approach to work on the part of all subjects of the educational process. It is necessary to create a single correctional and developmental space around each such child, which not only kindergarten teachers, but also the parents of the students are called upon to support.

MAGAZINE Preschooler.RF

Speech therapy project “One word, two words...”
In recent years, the problems of continuity in work between preschool and school educational institutions have become especially hotly debated. A special problem of such discussions is the essence of the concept of readiness for systematic learning, namely: what prerequisites that determine the harmonious development of a child in a preschool institution should be formed? Research in recent years has proven: the earlier you start building readiness for learning (naturally, using methods appropriate to the age characteristics of the child)

, the more effective it is.

One of the objectives of the 2014 Federal State Educational Standard for Preschool Education is to provide psychological and pedagogical support for the family and increase the competence of parents (legal representatives)

in matters of child development and education.

According to the Federal State Educational Standard for preschool education, the conditions necessary to create a social situation for the development of children corresponding to the specifics of preschool age presuppose:

interaction with parents (legal representatives)
on issues of child education;
directly involving them in educational activities, including through the creation of educational projects together with the family based on identifying needs and supporting the family’s educational initiatives.

The quality of the educational process in a preschool institution can be ensured by uniform approaches to raising children on the part of parents and teachers, therefore the issue of the pedagogical competence of parents is key today.

One of the most important indicators of a child’s harmonious development is the level of his speech development. The number of children with speech disorders in preschool institutions is growing every year. Unfortunately:

not all children can receive qualified specialist help in a timely manner;
not all parents adequately assess their child’s capabilities and often do not see, or do not want to see, problems in their child’s development;
and many parents simply do not know how to help their child in his harmonious development.

Analyzing the current situation, the need arose to create the project “One word, two words..”

aimed at interacting with parents of middle school students in order to achieve the child’s full speech development.

The relevance and demand for the project are determined by the real needs of the domestic preschool education system and the existing contradictions between:

an increase in the number of children with speech disorders and the lack of opportunity to provide correctional and speech therapy assistance to all those in need in a general developmental preschool educational institution;
the need for parental participation in the correctional and speech therapy process and the lack of effective technologies for interaction between the educational institution and the family in this area.

Project participants: speech therapist, children of middle preschool age, their parents,

Project goal: “Increasing the level of competence of parents in matters of children’s speech development”

Tasks:

Increasing the pedagogical competence of parents of preschool children in matters of prevention and correction of speech disorders.
Training parents in accessible methods of speech therapy influence on the course of their child’s speech development.
Creating an atmosphere of trust, mutual understanding and cooperation between parents and the speech therapist teacher in matters of the harmonious development of the child.

Expected results:

Interest and active participation of parents in the prevention and correction of speech disorders in children of middle preschool age.
Training of parents in accessible forms and methods of sound correction (articulation and breathing exercises, finger exercises, simple sound analysis skills)
and the ability to apply the acquired knowledge in correcting the pronunciation of their children.
Positive dynamics of speech development in children of middle preschool age at the end of the year.

Project description: strategy and mechanism for achieving the goal

Project activities are carried out in three stages.

Stage 1 - preparatory (information and analytical)

Contents of the first stage:

Questioning of parents of middle school students in order to identify problematic issues in the speech development of children;
Express diagnostics of the level of speech development of children of middle groups;
Analysis of the level of pedagogical competence of parents about children’s speech problems and ways to eliminate them;
Selection of methodological literature on practical speech therapy in working with preschool children;
Presentation: informing parents about the main directions of the project activity “One word, two words
.

Stage 2 - main (practical)

Contents of the second stage:

selection and testing of a system of methodological activities for parents on the speech development of preschool children.

holding a workshop, master classes, consultations, exhibitions of methodological literature for parents.
conducting individual consultations (if necessary)
;
creation of an information and methodological stand “Speech therapist’s corner” (monthly, theoretical material)
;

These forms of work make it possible to involve parents in active participation in the correctional process, presuppose the establishment of trusting relationships between teachers and parents, and awareness by parents of the role of the family in the education and upbringing of the child.

Stage 3 - final (analytical)

Contents of the third stage:

Questioning parents to determine the level of parental competence in matters of children's speech development;
Repeated express diagnostics of the level of speech development of children of middle groups
Analysis of the effectiveness of the work done: from the parents and from the speech therapist;
Creative report on the project “One word, two words...” at the pedagogical council of the preschool educational institution and the Moscow Region of speech therapists.

Bibliography:

Makhaneva M.D., Kozlova T.M. “Basic general education program for kindergarten and primary school”
M. 2011.
Federal State Educational Standard for Preschool Education.
Khvattsev M.S. Speech therapy. “Working with preschoolers”
M. 1996.
Filicheva T.B. “Fundamentals of Speech Therapy”
M. Prosveshchenie 1989.
Zhukova N.S., Mastyukova E.M., Filicheva G.B. "Speech therapy"
. Ekaterinburg, 1998.
Mironova S.A. “The development of speech in preschoolers in speech therapy classes
. M. 2007.
Fomicheva M.F. "Education of children's correct pronunciation"
. M. Voronezh, 1997.

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Developed by: teacher-speech therapist Olikova Alla Yurievna

MBDOU "General developmental kindergarten No. 1 "Smile" Lukhovitsy

Type of project : correctional - developmental, creative, informational - educational, gaming.

Project participants: children of middle, senior, preparatory groups, educators, parents, specialists.

Goal: correction and activation of speech in preschool children in the process of creative activity, promotion of speech therapy knowledge.

Tasks:

Promote cognitive and speech activity of children.
Create a specially organized environment that encourages the child to be active in the educational process and strive for creativity.
Encourage children to verbally communicate with peers and adults;
To form practical skills in children of correct speech (phonetically clear, lexically developed, grammatically correct).
To develop higher mental functions (HMF) in preschool children (memory, attention, thinking, perception).
Develop children's sound analysis skills.
Exercise children in the correct pronunciation of sounds using tongue twisters rich in reinforced sounds.
Develop coherent speech and improve the overall sound of speech (tempo, rhythm, diction, intonation expressiveness) through theatrical activities.
Develop articulatory and fine motor skills, speech breathing.
To introduce teachers and parents to the work of a speech therapist in kindergarten.
Involve teachers and parents in the correctional and developmental process.
Arouse the interest of preschoolers in speech therapy games and the need for them.

Relevance.

Every year the number of children with speech disorders in kindergartens increases, and it becomes increasingly difficult for speech therapists working in preschool institutions to organize effective correctional work. Therefore, along with traditional speech therapy classes, new forms of work are used. One of the forms of such work is “Speech Therapy Week,” during which speech therapy knowledge is also promoted among teachers and parents.

To increase the effectiveness of speech therapy work in the educational process, project activities are used. The project method is a pedagogical technology, the core of which is the independent, research, cognitive, playful, creative, productive activity of children, in the process of which the child gets to know himself and the world around him, and translates his knowledge into real products. In the educational process of a preschool educational institution, project activities are of a collaborative nature. The child ceases to be an object of pedagogical influence and becomes an active participant in creative activity, the purpose of which is to activate his own resources in the process of learning and development.

The relevance is due to the need to resolve issues aimed at increasing the effectiveness of correctional and developmental work with preschool children in kindergarten conditions.

Develop higher mental functions; phonemic awareness; general and fine motor skills of the fingers; creativity, coordination of speech with movement.

Forms of work with preschoolers:

Wall newspaper “Day of Polite Words”

Talking with children about polite words

Organized educational activities

Theatrical event

Reading and learning riddles

Didactic games

Flash mob with crafts “The first letter of my name”

Exhibition of children's works on the topics: “The first letter of my name”, “Funny tongue twisters in pictures”, “My favorite fairy tale”.

Interaction with parents:

Consultations for parents
Involving parents in making crafts with their children
Involving parents to participate in the master class “The Tale of a Merry Tongue”

Activities of teachers

Participation in the pedagogical show-competition “Do-It-Yourself Theater Corner”.
Selection of literature about polite words
Selection of illustrations for the conversation
Organized educational activities

Project activity products:

presentation, exhibitions of drawings, photo reports, wall newspaper, crafts, booklets, notes.

Timing and stages of project implementation:

Organizational and preparatory (from November 5 to November 8, 2019)
Main (from November 11 to November 15, 2022)
Final (November 15, 2019)

The project is carried out in three stages:

Organizational and preparatory: designation of the project topic, definition of the goal and main tasks, development of an action plan aimed at correcting and enhancing speech activity.
Main: carrying out activities aimed at correcting and enhancing speech activity in accordance with the plan.
Final: summing up the events, photo reports, presentation of the project “Speech Therapy Week “We speak beautifully, correctly”

Methods and techniques used in the implementation of the project:

Practical methods of speech therapy include exercises, games and modeling.
Visual methods include observations, looking at drawings, paintings, watching videos, listening to audio recordings, as well as showing a sample task and method of action.
Verbal methods include story, conversation, reading.

Expected results.

Children's interest in speech therapy classes will increase, their relationship with parents and teachers will improve, and the effectiveness of correctional work will increase.

Thematic planning for project implementation

Project implementation period

Event theme	Responsible	Form of conduct
November 11, 2022	Opening of speech therapy week - “We speak beautifully, correctly”	Teachers of middle, senior, preparatory groups, parents, specialists.	Wall newspaper “Day of Polite Words”, photo report
	"Day of Polite Words"	Teachers of middle, senior, preparatory groups, specialists.	Conversation with children, photo report
	“The first letter of my name” - preparatory groups. “Fun tongue twisters in pictures” – senior groups “My Favorite Fairy Tale” - middle groups	Parents, children	Crafts, pictures, photo report
November 12, 2022	Day of articulation, breathing, finger gymnastics “The Tale of How a Cheerful Tongue and Fingers Were Friends”	Teachers - speech therapists	Classes, notes, photo report
November 12, 2022	Finger games	Teachers - speech therapists	Classes, notes, photo report
November 13, 2022	A fairy tale as part of theatrical activities in a preschool educational institution	Specialists and children	Theatrical event, fairy tale script, photo report
November 13, 2022	Pedagogical review - DIY theater corner competition	Educators, specialists	Review competition, photo report
November 14, 2022	Master class for parents “The Tale of a Merry Tongue”	Parents, children, specialists	Master class, notes, photo report, booklets
November 14, 2022	Compiling a story based on a series of plot pictures for older children	Teachers and children	Classes, notes, photo report
November 15, 2022	Event “Riddle-Guessing Tournament”	Teachers, children, specialists	Photo report, event summary
November 15, 2022	Closing of the speech therapy week “We speak beautifully, correctly”, summing up the results of the pedagogical review - the Do-It-Yourself Theater Corner competition, the “Fun Tongue Twisters in Pictures” competition. Flash mob with fakes “The first letter of my name”	Teachers, children, specialist	Photo report

Pedagogical project “Your home speech therapist”

January 16, 2012

Competition “My Pedagogical Initiative - 2011”
Nomination “Working with Parents” (in preschool educational institutions)

One of the most important areas of my activity in kindergarten is working with parents of a child with speech disorders. The practice of working in preschool educational institutions shows that such influence is a rather complex process. Not all parents adequately perceive their child’s speech problems.

Some try not to notice the child’s speech impairments and ignore doing homework with the child recommended by the speech therapist. Others, on the contrary, show excessive anxiety, placing increased demands on the child’s speech. This position “slows down” and delays the correctional and developmental process. Therefore, the development of this project has become relevant.

Duration: 9 months.

Participants: speech therapist, senior preschool children, parents.

Project goal: increasing the level of parental competence in matters of children's speech development.

Tasks:

to study the characteristics of parents of pupils, the level of their pedagogical competence on issues of speech development of the child;
develop and conduct a system of events for parents on the speech development of preschool children, through the organization of the “Speech” club;
compose and publish a periodic children’s and parent’s magazine “Rechevaya Polyanka”;
create a file cabinet for parents and children to practice at home: “Your home speech therapist”;
develop and accept uniform requirements of parents for the child regarding the general approach to education in the process of speech correction.

Expected results: increasing parental competence in matters of the child’s speech development, assistance in adopting the position of an “active parent.”

The implementation of the project involves work in stages III.

Stage I preparatory (information and analytical).

Activity:

Questioning parents: “Are you concerned about the state of your child’s speech?” See Appendix 1;
release of information sheets: “Assess your child’s speech development.” See Appendix 2;
moving folder: “The role of parents in the development of children’s speech.” See Appendix 3;
collection of teaching materials for the card index and journal; development of events.

Stage II main (practical).

Activity:

Conducting a system of methodological activities for parents on issues of speech development of preschool children through the organization of the “Speech” club. See Appendix 4.
Presentation of the file cabinet: “Your home speech therapist” (based on “Home notebooks for speech therapy sessions with children” by Yu.B. Zhikhareva-Norkina).
Carrying out child-parent events: poetry recitation competition: “Spring Drop”, celebration of correct and beautiful speech “Birthday of Sounds”. See Appendix 13.
Issue of the magazine “Rechevaya Polyanka” once every 3 months. See Appendix 2.

Magazine headings:

For curious parents.
We talk and play - we develop speech.
Read it.
Our hands are not for boredom.
Announcement.

Stage III is final (control and diagnostic).

Activities: analyze the effectiveness of a speech therapist teacher’s work with parents on issues of children’s speech development through a survey, feedback sheets, reviews and suggestions in the guest book of the “Speech” club.

As a result of the implementation of the “Your Home Speech Therapist” project, the desired result : according to the survey, 85% of parents became better versed in issues of children’s speech development, 60% of parents took an active part in parent-child activities, 95% of parents learned to complete tasks from the file cabinet "Your home speech therapist." Parents who were unable to attend the Rechevichok club were offered event materials on electronic media (disk) and reminders. See Appendix 11, Appendix 12, information sheets, “Rechevaya Polyanka” magazines.

Bibliography:

1. Bogomolova A.I. Speech therapy manual for classes with children. St. Petersburg, 1994.

2. Seliverstov V.I. Speech games with children. M., 1994.

3. Filicheva T.B., Tumanova T.V. Children with phonetic-phonemic speech underdevelopment: education and training. M., 2000.

Project “Your home speech therapist”

Magazine "Rechevaya Polyanka"

Author: Khlimanok Elena Leonidovna, teacher-speech therapist MBDOU 57 “Thumbelina”, Khanty-Mansi Autonomous Okrug - Yugra, Surgut, Tyumen region. Teaching experience 15 years.